CLDDV 163: October 17, 2011
Observation Video Clip
Denver II Overview
Historical Background
 First published in 1967. Used by health providers to
identify developmental problems in young children.
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Has been used and standardized in over 12 countries.
Used to screen over 50 million children.
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Such worldwide use has lead to the revision resulting
in the Denver II tool.
Past Concerns:
 Additional language items need
(1967 norms not the same norms of 1990)
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Difficult to administer and score
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Appropriateness for use with ethnic groups, sexes,
maternal education levels, and places of residence
(significant differences in norms)
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Lack of test sensitivity in predicting later school
performance
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Denver II (1992) Previously the Denver Developmental
Screening test, DDST (1967)
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Designed for clinician, teacher , or early childhood
professionals monitoring the development of infants
and preschool age children.
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Test is primarily based on examiner’s actual
observation rather than parent support.
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Used in public health clinics, private practices, and
early education programs.
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Has been translated in several language
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Standardized in over a dozen countries
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American Academy of Pediatrics Council with
Disabilities has the Denver II on their approved
screening tools list.
Past Concerns:
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Inaccurate administration and /or interpretation
Changes include:
 test revision
 training video
 emphasis on training
 and proficiency evaluation in the administration of the
test
Overview
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Administered to children ages birth to
six
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Assesses a child’s performance on various ageappropriate tasks
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Screens for possible problems
Designed to compare a given child’s performance with
the performance of other children the same age
Overview: What the Denver is not
 Not an I.Q. test
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not a diagnostic tool
Overview
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Consists of 125 tasks, or items.
Includes four areas:
1. Personal –Social:
Getting along with people and caring for personal
needs
2. Fine Motor-Adaptive:
Eye hand coordination, manipulation of small
objects, and problem solving
3. Language:
Hearing, understanding, and using language
4. Gross Motor:
sitting, walking, jumping, and overall large
muscle movement
Overview:
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Includes five “Test Behavior” items to be completed
after the test.
Subjectively allows screener to assess the child’s
overall behavior
Designed to be used in a clinical setting by a variety of
professionals
Must be administered in the standardized manner
Value of the Denver II
 Provide an organized clinical impression of a child’s
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overall development
To alert the user to potential developmental
difficulties
Used to determine how a child compares to other
children
It is not a predictor of later development
Test Materials:
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Red yarn pom-pom (4” in diameter)
Raisins or “O” shaped cereal
Rattle with narrow handle
10 1” square colored wooden blocks
Small, clear glass bottle with a 5/8 inch
Small bell
Tennis ball
Red pencil
Small plastic doll with feeding bottle
Plastic cup with handle
Blank paper
Materials:
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Items come in a test kit (except for blank paper)
Access to table and chairs (examiner, caregiver and
child if appropriate
For babies, a blanket or cushioned pad is needed
Substituting materials may reduced reliability in
comparing a tested child with the norms
Children need to be supervised appropriately with
test materials to prevent choking or injury
Test Form
 Locate four sections on far left: Personal –Social, Fine
Motor, Language, and Gross Motor.
 Locate the age scales on the top of the test form and at
the bottom
 Each mark on the scale from the first mark to the 24
month mark represents one month
 After 24 months, each mark equals 3 month intervals
 Some items have a small footnote number on the left
end of the bar. This number refers to the numbered
instructions on the back of test form
Test Form
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Some items have a small footnote number on the left
end of the bar. This number refers to the numbered
instructions on the back of test form
R
1
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R = Report
Information may be given from parent or caregiver
Whenever possible, the examiner should observe what
the child can do.
Test Form
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Some items under the youngest ages do not have all
of the percentiles (25th, 50th, 75th and 90th)
Example “Equal Movements” should be passed by
all infants. This item occurs at an early age with more
than 90% of children performing the task at birth or
soon after.
Age Calculations
Example:
Year
Month
Day
2011
10
9
17
30 +17= 47
Date of Birth
- 2008
-8
- 20
Age of Child
3
1
27
Date of Test
Adjusting for prematurity:
 Born more than 2 weeks before
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expected delivery date
Are less than 2 years of age
Age of child
Year
Month
Day
Age of Child
2
19
6 weeks
premature
-1
-14
Adjusted
age of Child
(30days)
1
(14 days)
5
Test Administration
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Should be given with the parent or primary caregiver
present
Make caregiver and child comfortable to elicit most
natural response
Remove boots or shoes that might restrict the child
motor movements
Young child may sit on caregiver’s lap, older child
should sit so arms can rest upon the table
Elbows should be level with table top
Infants may be evaluated on the floor
Test Administration
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It should be shared with parent that the tool is to
determine the child’s current developmental status
and that the child is not expected to pass all of the
items.
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Allow child to have appropriate item to manipulate while
you ask parent the “Report” questions.
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Items requiring less active participation should be
administered first
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Items in Fine Motor-Adaptive next
(items that do not require child to speak)
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Language items next
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and last the Gross Motor items
Gross Motor requires more confidence which is gained
as test progresses.
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Tasks that the child can perform easily should be
administered first
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Praise child’s efforts even if they fail on an item
Items that use the same materials may be
administered consecutively. Keeps the flow going.
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Keep test kit out of sight of child. Keep only materials
being used for current activity on the table
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For infants, it is recommended that all items be
administered with the baby lying down to be tested
together
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Testing should begin with items that fall completely to
the left of the child’s age line, and continue to the right
Number of Items to be tested
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Depends on age and ability of child
Step 1: in each sector, administer at least three items
nearest to and totally to the left of the age line
and every item that is intersected by the age
line
Step 2: if the child is unable to perform any item in step
1 (fails, refuses, has had no opportunity)
administer additional items to left in the appropriate
sector until child passes three consecutive items
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Continue to administer items to the right of any passes
in each sector until three failures are recorded
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The child may be given up to three trials to perform
each item, when appropriate, before scoring a failure
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Ask the caregiver or parent if the results are typical of
child’s performance. Consider if the child is ill, hungry,
upset, etc.
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Rescheduling may be necessary if child is not being
cooperative
Scoring:
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P = Pass-child successfully performs item, or
caregiver reports that child does item
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F = Fail-child does not successfully perform item, or
report from caregiver is that child does not do
item
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N O = No Opportunity-the child has not had the
chance to perform the item, due to restrictions
from the caregiver or other reasons
(May only be used on report items)
R = For Refusal – the child refuses to attempt the item. You can
minimize this by telling the child to do rather than asking.
Report items cannot be scored as refusals.
Advanced Item
Age Line
P
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If child passes an item that falls completely to the right
of age line, the child’s development is considered
advanced. This is an item that most children of that age
do not pass until they are older
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Advanced items are not considered for overall
interpreting of test
Normal Items
Age Line
F
Age Line
R
Child is not expected to pass items on right
(not considered for purpose of interpreting)
Caution Item
Age Line
F
Age Line
C
R
Caution when line falls between 75 and 90 percentile
and child fails or refuses
C
Delayed Items
Age Line
FF
Age Line
R
A delay is indicated when a child fails or refuses an item that
falls completely to the left of the age line
Child has failed an item that that 90% of children in the
standardization sample passed at an earlier age.
Considered for interpreting overall tests
No Opportunity Item
Age Line
NO
Age Line
NN O
These items are not considered in
interpretation of entire test
Interpretation of the Test
Normal: No delays and a maximum of
1 caution
Suspect: two or more Cautions and /or
One or more Delays
Rescreen in 1-2 weeks
Untestable:
Refusal scores on one or more items
completely to the left of the age line or
on more than one item intersected by the
age line in the area of 75% - 90% area
Referral Considerations
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After rescreening, test result is suspect or untestable
Number of cautions and delays
Clinical history, examination
Availability of referral resouces